When Bradley finally turns to a critical appraisal of religion in his works, it occurs always as an ancillary enterprise, subordinated to some other speculative interest. Thus in his early work, Ethical Studies, Bradley reaches a consideration of religion at the conclusion of his analysis of the “world” of morality and then only because he has discovered in the moral sphere a dialectic which inevitably leads the moral aspirant beyond the moral viewpoint to religion. In Appearance and Reality, (...) it is the explicit dialectic of the “good” that leads onward to an analysis of the nature and cognitive claims of religious awareness. In both instances, however, the examination of religion is subordinated to other theoretic interests: in one case to the problem of discerning the relation between the spheres of morality and religion, and in the other, assuming this relation, to the question of the degree of truth and reality in religion when judged by the metaphysical criterion operative in Appearance and Reality. (shrink)

R kirk ("analysis", volume 33, 1973, pages 195-201) proposes an argument against quine's deduction of indeterminacy of translation from underdetermination of physical theory. the present paper is a reply to kirk, aimed primarily at showing that his argument is "ignoratio elenchi".

This paper re-examines an argument of kirk's aimed at refuting quine's inference from the underdetermination of physical theory to the indeterminacy of translation. it is claimed that kirk's argument is unsuccessful; unsuccessful, at any rate, if we make what has seemed until recently the only possible assumption about quine's criterion for individuating theories. but in recent publications quine has proposed a rather different criterion, and in the light of this, it is conceded, kirk's argument may well take (...) effect. it is then argued that quine's new criterion has disastrous effects; it not merely opens a way for kirk's criticism of one of the props of the indeterminacy thesis, but puts that thesis itself at risk. (shrink)

Virtue consequentialism has been held by many prominent philosophers, but has never been properly formulated. I criticize Julia Driver's formulation of virtue consequentialism and offer an alternative. I maintain that according to the best version of virtue consequentialism, attributions of virtue are really disguised comparisons between two character traits, and the consequences of a trait in non-actual circumstances may affect its actual status as a virtue or vice. Such a view best enables the consequentialist to account for moral luck, unexemplified (...) virtues, and virtues and vices involving the prevention of goodness and badness. (shrink)

This article discusses the logical form of action sentences with particular attention to the role of adverbial modification, reviewing and extending the event analysis of action sentences.

This article begins by distinguishing force and mood. Then it lays out desiderata on a successful account. It sketches as background the program of truth-theoretic semantics. Next, it surveys assimilation approaches and argues that they are inadequate. Then it shows how the fulfillment-conditional approach can be applied to imperatives, interrogatives, molecular sentences containing them, and quantification into mood markers. Next, it considers briefly the recent set of propositions approach to the semantics of interrogatives and exclamatives. Finally, it shows how to (...) integrate exclamatives and optatives into a framework similar to the fulfillment approach. (shrink)

A popular view about why death is bad for the one who dies is that death deprives its subject of the good things in life. This is the “deprivation account” of the evil of death. There is another view about death that seems incompatible with the deprivation account: the view that a person’s death is less bad if she has lived a good life. In The Ethics of Killing, Jeff McMahan argues that a deprivation account should discount the evil of (...) death for previous gains in life. I argue against discounting evils, and show how a version of the deprivation view can accommodate McMahan’s examples. (shrink)

Probably the most interesting feature of the 40-year history of biomedical biotechnology is the extent to which it has been open to – and influenced by – concerns over social values and the public’s voice. Good intentions notwithstanding, however, benchmarks and best practices are woefully lacking for informing the policy-making process with public values. This is particularly true in the United States where the call for “public debate” is often heard but seldom heeded by policy-making bodies. Geneforum, an Oregon-based non-profit, (...) has developed a practical and working model designed to encourage deliberative democratic processes for addressing the ethical and social issues raised by emerging biotechnologies. Ordinary citizens do not need to be scientists to understand the important implications of the new technological advances. When factual information and basic principles are conveyed in linguistically and culturally appropriate ways, the scene is set for a shift from monologue to dialogue, from “I-thinking” to “We-thinking,” to occur. This paper describes the Geneforum model structured to intensify the democratization of policy decision-making, in general, using genomic science, in particular, as one example of its application. (shrink)

Moral distress, if left unaddressed, leads to a number of harmful emotions and behaviors that take a toll on the personal and professional well-being of healthcare workers. In this article, a clinical case is used to illustrate a moral distress debriefing framework that can be utilized by clinical ethicists and healthcare professionals with the appropriate skill set. The first part of the framework is preparatory; it includes guidance on how to identify the needs of healthcare providers, set goals for a (...) debriefing session, gather relevant information, and plan the logistics of the meeting. The second part of the framework is implemental; it outlines an eight-step method to conduct the session from beginning to end. It describes how to constructively reflect on the experience, explore emotional responses, share coping strategies, and identify takeaways for future positive outcomes. This framework can be used to empower healthcare team members to deal with moral distress and be better equipped to handle challenging situations. (shrink)

As compared with conventional vaccine production systems, plant-made vaccines are said to enjoy a range of advantages including cost of production and ease of storage for distribution in developing countries. In this article, we introduce the science of PMV production, and address ethical issues associated with development and clinical testing of PMVs within three interrelated domains: PMVs as transgenic plants; PMVs as clinical research materials; and PMVs as agents of global health. We present three conclusions: first, while many of the (...) ethical issues raised by PMVs are familiar, PMVs add a new dimension to old issues, and raise some novel issues for ethicists and policy-makers; secondly, it is premature to promise broad applicability of PMVs across the developing world without having demonstrated their feasibility; thirdly, in particular, proponents of PMVs as a solution to global health problems must, as a condition of the ethical conduct of their research, define the commercial feasibility of PMVs for distribution in the developing world. (shrink)

The blink response to visual threat is a standard bedside method for testing visual processing. In response to a sudden gesture directed toward the eyes, a person with a normal blink response will promptly contract both orbicularis oculi muscles to close the eyelids momentarily. There is no consensus as to whether blinking to visual threat (BVT) is purely reflex1 or a cognitively mediated behavior that heralds consciousness; i.e., is incompatible with the diagnosis of the vegetative state (VS).2,3 Some authors stated (...) that “one should be extremely cautious in making the diagnosis of the VS when there is . . . response to threatening gestures.”4 Others stated that “react(ion) to visual threat” is a “compatible but atypical feature” of VS.5 Similarly, other guidelines stated that the “threat response is usually absent” in VS.6 Finally, BVT was not mentioned in some workgroup criteria on the minimally conscious state.7 The aim of the study was to determine the incidence of BVT in patients whose clinical features are in all other respects typical of the VS, as assessed by means of validated testing.7 We also investigated whether the presence of BVT in patients considered vegetative is predictive of recovery of consciousness. (shrink)

One of the curious things about Homeric studies is the way in which, although opinions in this field fluctuate violently, from time to time certain among them tend to become crystallized for no particular reason and are then accepted as something approaching orthodoxy. It is to try to delay such a crystallization, if it is not already too late, that I direct this brief coup d'ail at some current opinions on whether Homer—for the sake of clarity I apply this name (...) in the first instance to the monumental composer of the Iliad—used the aid of writing, and in general at the value of comparative inferences based on the heroic poetry of modern Yugoslavia. (shrink)

In their criticism of Maoism, contemporary Soviet philosophers follow the basic structure of the orthodox presentation of Marxism — Leninism and use the whole panoply of polemical tools which the Leninist heritage offers them. Thus far, this anti — Maoism is generally maladroit and often self-contradictory.

In lieu of an abstract, here is a brief excerpt of the content:The Aesthetic Classroom and the Beautiful GameBradley Baurain (bio)IntroductionSoccer fans will not be surprised that understanding "the beautiful game" can contribute to understandings of teaching and learning. After all, at least one theorist sees "the nature of all social life" to be reflected in soccer: "The unfolding match between team-mates and opponents [illustrates] … the interdependency of human beings, and the 'flexible lattice-work of tensions' generated through their social (...) bonds. Power flows fluidly between players, jockeying for possession and moving between attack and defence."1 Another finds striking parallels between cultural history and tactics of play in soccer, including a "modernist" period emphasizing cautious ball control and defense-oriented player formations, and the current "postmodern" style emphasizing creativity and fluidity; he even identifies the history of the free kick as a microcosm of the whole.2The idea I explore in this essay is in a sense simply an extended analogy: A well-played soccer game has much in common with a well-taught lesson or course. Features of the one are set for comparison and discussion alongside features of the other. Yet, as with any good analogy, matters are not really so simple. One makes the comparison so that the juxtaposed items inform and illuminate one another—that is, one looks at a thing in order to see a different thing more clearly. So while I contend that soccer has much in common with teaching, the reverse is also true; I am not using soccer only as a "way through" to teaching. Neither of my terms of comparison are merely means to an end; instead both are ends in themselves. Reading the soccer parts of this essay will, I trust, inform and illuminate teaching and [End Page 50] curriculum, but at the same time my goal is for any soccer player who might read the teaching parts also to learn something about "the beautiful game."Soccer, "the beautiful game," is an apt comparison for the aesthetic classroom. My thoughts on what characterizes aesthetic teaching will emerge and take on flesh as this essay develops, but let me begin by describing it as "concerned for acts of mind as opposed to end products, fluidity and imagination rather than fixed sequence, judgment within learning experiences in contrast to deciding everything in advance, and dwelling with subject matter rather than merely covering subject matter."3 As Wanda May comments: "I suggest that when teaching is done well … it is a work of art because we reconfigure and decorate our spaces, make our marks, elevate ourselves and others above confinement, routine, and the mundane. We expand our capacity to see, hear, love, critique, and act on our possibilities in the world."4 I could as easily have applied both of these quotations to soccer. It is no accident that John Dewey links sports with the aesthetic: "Dance and sport are activities in which acts once performed spontaneously in separation are assembled and converted from raw, crude material into works of expressive art."5I anchor my discussion in four concepts foundational to the aesthetic classroom: play, relationality, process, and flow. My analysis of each of these key ideas moves back and forth among soccer, aesthetic and pedagogical theory, and classroom research and narratives. Examples, including those from my own experience, are drawn primarily from the related fields of language education and English as a Second Language (ESL). If soccer and the classroom can have much in common, another way of introducing this essay is to say that I spend it trying to see what takes place in the gaps, in the "muchness" that lies between the two terms of the analogy. I hope that readers will "make much" of this, too, for without them the seeing remains incomplete.The Concept of Play, Playing with ConceptsThough it has become a multibillion-dollar global business, at its best soccer is play: "We play sport, we don't work sport."6 Play means having fun and inspiring joy, but this sense of freedom does not mean play is unstructured. Games have rules, skills, procedures, and boundaries, and these features enable rather than constrain. From Dewey's point of view, they are... (shrink)

Drawing on an array of sources, from Deleuze and Guattari’s philosophy through to non-philosophy, this paper concerns itself with the manifestation of the concepts of hope and despair in utopian thought and continental philosophy and the experience of hopelessness, despair and exhaustion in the contemporary moment. I aim to demonstrate such pressing concerns through a comparison of Japanese philosopher Kojin Karatani and Japanese fiction writer Ryū Murakami with the American science fiction-thriller film directed by Michael Bay, The Island. What is (...) explored in these works is the dialectic of exhaustion and possibility. The focus of the paper is on the fecund moment inhering in the incapacity of thought to think the possibility of utopia. In terms of the philosophy of education, this hones in on the perceived lack of vision of such a possibility among youth and the failure of the university qua institution to proffer an alternative world to its cohort. To demon... (shrink)

Some children seem blessed, almost from birth, with a capacity for critical thinking. They won't let a fallacious argument pass unnoticed or unscathed. And some are fortunate enough to be exposed at an early age to fine examples of good reasoning. In their listening and their reading they learn, by intellectual osmosis as it were, to think logically. Yet even these fortunate ones, like the rest of us, can benefit by having their logical intuitions and reasoning skills sharpened by precept (...) and practice. (shrink)

These are questions we won't even try to engage here. For whatever else the disputants may disagree about, they will almost certainly agree about this: that developing the skills of reading and writing (the first two "R"s) is not only a precondition of being well-educated, but also a precondition of being able to function satisfactorily in a civilized society. Someone who cannot read or write is said to be "illiterate" in a quite strict sense of the word (or perhaps "literacy (...) deprived", if one subscribes - as we shall not - to the passing fads of political correctness). And illiteracy, as we all know, is something to be deplored. It is one of the scourges - along with ignorance, hunger, disease, crime, social and political repression - from which most of us would like to see the world, and elements of our own society, freed. (shrink)

In the Tractatus Logico-Philosophicus Wittgenstein writes:2.022 It is obvious that an imagined world, however different it may be from the real one, must have something – a form – in common with it.2.023 Objects are just what constitute this unalterable form.As F.P. Ramsey pointed out, in his insightful review of the Tractatus, it is evident:[i]that Wittgenstein is here envisaging a multitude of possible worlds other than the real one;[ii]that Wittgenstein is claiming that, notwithstanding their diversity, all such worlds have a (...) common form; and[iii]that Wittgenstein believes this form to be somehow 'constituted' by the simple objects that exist in these worlds. (shrink)

Argues that same-sex “marriage” is a logical and practical impossibility and has serious implications for both other aspects of family law and the respect for human life and children in our culture. Asserts that the movement for same-sex “marriage” is a logical outgrowth of our culture’s separation of sex and procreation. Argues that the basis for opposition to this movement may be the residual reservoir of traditional understanding about marriage in the American public.

In 1971, Judith Jarvis Thomson published what was then and still often is regarded as a trailblazing philosophical defense of a woman’s right to have a lawful abortion. It is time to revisit Thomson’s paper. The aim here is not to engage Thomson’s pro-choice conclusions, which are indeed mistaken, but to show that her question—to what extent can abortion be morally justified, assuming that it is the deliberate killing of one person by his or her mother—is the question today in (...) American law concerning abortion. Pro-life people and groups argue among themselves about the prudence of political efforts to roll back Roe v. Wade by personhood initiatives, that is, by seeking to enact laws expressly recognizing that a human being with an equal right not to killed comes to be at fertilization, thereafter to pursue abortion restrictions as a matter of equal protection for all against unjustified uses of lethal force. Many if not most pro-life activists and bodies oppose such efforts as precipitous and almost certainly politically counterproductive. This article argues that, on the contrary, the unborn are already recognized as persons with a right not to be killed, and that the constitutional question of equal protection of unborn persons is already in the courts. Thomson’s question is, in other words, ripe and urgent, and it has been brought to the fore not by direct attack upon abortion rights, but indirectly by and through the many feticide laws enacted across the country since around the year 2000. (shrink)

Scientific reasoning has long been an integral part of critical thinking taxonomies. In practice, however, it is frequently limited to induction, hypothesis testing and experimental design, thereby neglecting the central importance of modeling to contemporary scientific reasoning. In this paper, I wish to establish that this neglect undermines the possibility of critical engagement with the public discourse surrounding scientific reasoning. As a step towards rectifying that disconnect, I present one resource that I have developed to teach modeling in an introductory (...) critical thinking course. (shrink)